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For this NEMP task students calculate ratios, fractions, and percentages of numbers to solve problems involving numbers of blue and yellow bears. A sheet of coloured bears is provided.

Students identify fractions of sets of objects.

Students identify the shaded fraction of a number of different shapes.

Students identify the shaded fraction of a number of different shapes.

Students work out what fractions of shapes have been shaded.

Students identify the shaded fraction of a number of different shapes.

Students draw lines to divide up shapes into fractional parts.

Students identify fractions shown in the picture form.

Students identify the fraction that best describes the proportion of triangles that are shaded in.

Students show that they can picture the whole shape when given a fractional part.

Students identify shapes that have been shaded two-thirds and name the fraction that the other shapes have been shaded.

Students show that given a fractional part they can show the whole shape or another fractional part.

Students answer questions about fractions of different wholes (units).

Students colour in a diagram to show fractions, and calculate fractions from a word problem and a diagram.

Students identify windows that are covered by curtains for given fractions.

Students use cuisenaire rods to work out part-whole fraction problems.

Students answer questions by dividing a given amount of chocolate bars equally, and finding a fraction of the total amount.

Students estimate the sum of a number of fractions.

Students match the descriptions: certain, impossible, good chance, poor chance, even chance to a set of probabilities shown as a fraction.

Students use a number line to identify the best answer for addition and multiplication of numbers with fractions.

Students work out problems about the weight and price of chocolate bars from some given information.

This task requires students to interpret a pie graph about sports watched on TV and answer multiple choice questions.

Students convert percentages to decimal numbers.

Students use percentages to calculate heights of a building from the total height. They then explain how to calculate another percentage.

Students interpret information in a frequency table to answer probability.